Educating Children With Learning Disabilities

The term “learning disability” is used to describe an array of different types of disabilities that impede learning. Learning disabilities range from mild to moderate to severe; children who are classified under this title are not necessarily affected the same way. Learning disorders affect children in a variety of ways and can affect mental, social and physical development. A child with an acute learning disability may be socially appropriate and may only need slight modifications in their academic program, while a child with a severe disability may be socially inept and may require special learning tools to meet their academic needs. Because of these vast differences, educators should be aware of the many varieties types of cognitive and social disabilities and the ways they affect their students’ learning in order to effectively meet their academic, as well as their social needs.

Auditory Processing Disorder (APD)

This acquired communication disorder affects a child’s ability to process language. Those who are diagnosed with aphasia have difficulty speaking, understanding, reading and writing. Aphasia is not something that a child is born with, but rather it is a disability that results from trauma to the brain, such as a head injury or a brain tumor. Aphasia can range in from mild to severe. Though this disability is rare in children, it can certainly affect them. Teachers can help students with aphasia in a variety of ways. They can speak write simple and clear notes to convey messages, they can engage them in speech-sound activities and picture cards can be used to convey meaning. Sign language and information communication technology (ITC) can also be used for communication.

Aphasia

This acquired communication disorder affects a child’s ability to process language. Those who are diagnosed with aphasia have difficulty speaking, understanding, reading and writing. Aphasia is not something that a child is born with, but rather it is a disability that results from trauma to the brain, such as a head injury or a brain tumor. Aphasia can range in from mild to severe. Though this disability is rare in children, it can certainly affect them. Teachers can help students with aphasia in a number of ways. They can speak write simple and clear notes to convey messages, they can engage them in speech-sound activities and picture cards can be used to convey meaning. Sign language and information communication technology (ITC) can also be used for communication.

Dyscalculia

Dyscalculia is a disability that affects a child’s ability to understand math. This lifelong disability ranges from mild to severe and can have different effects at different stages of life. Those who suffer from dyscalculia have visual-spatial and language processing difficulties, meaning that they have difficulty understanding what they see and hear; which in turn affects their ability to understand mathematical concepts. Helping children with dyscalculia depends on the how they are affected. Recommendations include creating a quite learning environment that is free from distractions, having needed materials on hand; introducing concepts with concrete examples and working on different ways to approach mathematical concepts other than rote memorization.

Dyslexia

This neurological learning disability affects a child’s ability to read. These children often struggle with fluency and decoding, which can affect comprehension. This disability may also impact other language skills, including speech, writing and spelling. The main problem with this disability is that people with dyslexia find it difficult to make letter-sound connections, thus inhibiting reading development. Teachers can employ several tactics to help dyslexic students succeed. Notes and messages should be written down in clear handwriting; using different colored ink or chalk can help to convey messages. Teachers should provide students with a printed schedule of events that will occur throughout the day to help students stay on task. Children should be encouraged to read texts that are on their instructional reading level and that are of topics that interest them. Structured reading lessons that offer repetition allow students to digest new words and instill confidence in reading.

Dysgraphia

Dysgraphia affects a person’s ability to write. Children who are diagnosed with dysgraphia often exhibit difficulties with handwriting, spelling and composing written pieces of work. The root problem seems to be perceptual; children have difficulty sequencing, thus they write backwards or out of order. Preparing students with dysgraphia can be done in a number of ways. When engaging in writing assignments, students should be encouraged to write an outline of their thoughts. Drawing pictures of thoughts or speaking thoughts into a tape recorder and playing them back can serve as a guide for writing. Having students speak out loud as they write can also be a beneficial practice for this disorder.

Dyspraxia

This disability affects motor skill development. Children who have dyspraxia typically exhibit difficulties with both fine and gross motor skills. They often have difficulty performing tasks with their hands, such as writing and buttoning. They also find it difficult to properly execute large movements, such as jumping and running, resulting in clumsiness. Children with dyspraxia may also have difficulties with language, vision and perception. To help these students, teachers should break information down into small segments, provide students with lined paper or allow the use of keyboards for writing. Teachers can also provide students with multi-sensory representations when teaching new topics and repeat information to ensure students are processing what they hear.

Sensory Processing Disorder (SPD)

Also known as Sensory Integration Dysfunction, SPD has to do with an impairment of the senses. In other words, the central nervous system is not able to process the messages that it is sent by the senses and therefore, the body does not act appropriately to these messages. For example, someone with SPD may not react to touching something that is hot. This disorder affects people in different ways; one sense may only be hindered, or several senses may be altered. Some people may be hypersensitive to certain sensations, while others may not react to sensory stimuli at all. In order to effectively teach students with SPD, teachers should be aware of how their students are affected by the disorder and make accommodations that meet their needs. For example, if children have light and noise sensitivity, teachers should instruct in quiet, dimly lit rooms. Students who have an under-sensitive sense of smell may benefit from aromatherapy.

Short and Long Term Memory Problems

As indicated by the names, these disabilities affect a person’s memory. Those who suffer from short term memory loss are unable to remember things that have recently happened, while those who have long term memory loss cannot recall long ago past events. These disorders are acquired and can occur suddenly or have a slow onset. They are a result of damage to the memory center in the brain, such as a tumor or a head injury, or they can be caused by psychological or emotional disturbance. Teachers should use various approaches to accommodate the needs of students’ with these disabilities. For example, teachers may repeat information several times and encourage students to repeatedly write down the same information. Visual cues can be used to trigger the memory. Teachers can engage students in retrieval practices and they can review material on a daily basis.

Visual Processing Disorder (VPD)

This disorder refers to the inability to accurately process information preserved by sight. There does not necessarily need to be a problem with eyesight, as people with this disorder are unable to make sense of information that they see. Sufferers of VPD generally have difficulties with spatial relation, visual closure and discrimination and object recognition. As such, these children often exhibit difficulties with the different content areas, particularly with math, reading and writing. No two people experience VPD the same, so teaching children with VPD involves knowing exactly how they are affected and using strategies that are custom tailored to their needs. For example, children can be offered large print books. They can also be encouraged to follow along with a pointer as they read and delineating papers into clear sections can help with note taking and math problems.